Summer days are still upon my part of the world, but thoughts and resolutions are turning towards a new academic year with its challenges and wealth of learnings. With a de-cluttered mind, I set about preparing for what may lie ahead. Not only will be there be months of teaching, (as yet unknown courses), but also my own personal studies and professional development for which I necessarily need to slot in time for.
With an end-of-summer-break-resolution, I begin reading educational articles and commentaries, mostly finding myself asking when will they speak to me. When will all these academic writings actually speak to me; “me” who is an educator with years of classroom experience, with years of learning experience and as such, with some points of reference in the world of education?
That is when I picked up a book lying on my coffee table, having kept it to read with a calm, quieter mind, hoping that new discoveries and perspectives would engage and stimulate my own personal thoughts. What I had not expected was how the book would speak to me.
As someone who has been in education for over 20 years and has studied formally and informally, academic articles are not a novel form of text. Yes, there may be another slant on a topic, but mostly, there will be strings and strings of other references, backing up every second statement. Despite my respect for this academic endeavour, despite understanding the “whys” of this style of writing, I have still wanted to read a non-fiction book, a book on education, that spoke to me. A narrative that started from the perspective that I understood current affairs in education, was aware of educational changes, of the role of digital literacies, and wished to be inspired to take further action for constructive, positive, educational change. A book that would express its’ authors own ideas, without that endless string of quotations and references, backing up every new statement. I wanted a book where the writers’ voices were present, were heard and not drowning in an academic display of references. This book spoke to me.
Each chapter may be read on its own if one wishes. However, because the book is a dialogue with educators, inclusively including transcripts of conversations between the writers, I did not dip into chapters. Instead, as I read linearly, each chapter added to my own random thoughts, provoking me into further questionings of my own teaching experience, forming cohesion between beliefs and questions to pursue. These provocations made me take notes on how to better introduce effective change in my daily practices and reflect further on how to best achieve change. It was equally refreshing to come across references to educational technologists whose work I am familiar with and deeply admire, as well as including intelligent nuggets of information from social networks such as blogs. Not all references were entirely new to me, thus giving me a sense of a shared community, both as a reader and a participant, as well as teaching me about new connections and thinkers. This book spoke to me as a contemporary educator who is interested in professional development, interested in learning and yes, aware of the profound changes occurring at the many levels of education around the world.
As someone who partakes in academia, this book also satisfied my own need for solid and further academic references. The richness of scope was another feature that left me reading slowly, not wishing to end the pleasure of the text. Having a background in the Humanities, I relished the weavings of film and theatre, for instance, as much as the academic writers and knowledge banks referred to. However, it is not a book solely for those with a background in the humanities – rather, a book every educator who is interested in transformational education should read.
Why? Because it is written as a dialogue with the reader, providing case studies from others as well as the writers’ own experiences. Throughout the chapters, there are also dialogues between the two writers, adding to that refreshing feature of speaking with rather down to the reader. The reader becomes part of the dialogue, a participant in the transformation of learning. The reader becomes a member of that “learning gymnasium” which is explicitly described and referred to through the book.
“Adaptation Studies and Learning” is written by practitioners and for practitioners. There is a strong sense of knowing the world of classrooms, knowing daily challenges and restrictions, yet overcoming these by implementing effective changes in attitude and approach. Touching on film history, theories in education and literary criticism, “Adaptation Studies and Learning”, is in my view, about adapting to todays’ needs in education, how to overcome the culture of instant technological gratification, how to implement change and focus on learning instead.
Learning – that elusive, messy, chaotic process in which education is (supposedly) set up for. Learning how to adapt to an increasingly fast-paced changing world, a world with uncertain professions, a world where openness, resilience and transdisciplinarity reign unfettered. Learning how to live with these features, learning how to guide students through these characteristics of today’s learning experience is what “Adaptation Studies and Learning” focuses on closely. Drawing in the reader as a participant in the narrative, provoking the reader to reflect on his/her own educational narratives, this book certainly did speak to me.